masterThesis
Motivações semântico-cognitivas e discursivo-pragmáticas no uso de sufixos graduadores nominais
Fecha
2015-02-25Registro en:
CARVALHO, Vanessa Guedes de. Motivações semântico-cognitivas e discursivo-pragmáticas no uso de sufixos graduadores nominais. 2015. 80f. Dissertação (Mestrado em Estudos da Linguagem) - Centro de Ciências Humanas, Letras e Artes, Universidade Federal do Rio Grande do Norte, Natal, 2015.
Autor
Carvalho, Vanessa Guedes de
Resumen
We study the use of nominal suffixes of degree, such as -inho, -ão, -íssimo, -ílimo, -érrimo in
written texts in Brazilian Portuguese, by focusing on semantic, cognitive, pragmatic and
discourse aspects involved in using these suffixes. In general, we aim to identify semanticcognitive
and discourse-pragmatic factors that motivate the usage of nominal suffixes of
degree and to contribute for the study of degree in Portuguese class in Basic Education. The
theoretical perspective underlying our research is the Linguística Funcional Centrada no Uso,
as conceived by group of researchers of Discurso & Gramática (FURTADO DA CUNHA,
BISPO, SILVA, 2013; MARTELOTTA, 2011). According to this theoretical model, language
model uses the shape of the grammar of a language at the same time they are provisioned for
it. In this sense, speech and grammar influence each other. In terms of methodology, we make
an eminently qualitative research with quantitative support as evidence of use of trend. It is
characterized also by descriptive and interpretive bias of the phenomenon under study.
Empirical evidence from our analysis come from a corpus consisting of written texts from
Veja magazine, January to June 2011 issues, particularly Carta do Leitor e Gente sections, the
latter representative of the Coluna Social magazine. The results of our analysis showed that
the use of nominal graders suffixes are related to semantic-cognitive factors (construction of
certain text directions, the association more grounded aspects of concrete experience or the
more abstract meanings, for example), the discourse-pragmatic issues (range certain
communicative purposes, as critique, judge, mock, claim, involving the reader, seeking her
membership of a particular point of view). In addition, we found that the use of these morphic
elements in genres of the sample analyzed were related to the subjectivity of the writer and
the inter-subjective issues involving writer and reader, as Traugott and Dasher (2002). Finally,
we contemplate discussion about the approach of our object of study in Portuguese classes in
Basic Education.